Abstract:

Face-to-face tutor support has always been one of the globally utilised learner support programmes in distance education. However, with the introduction of technology, most institutions chose to integrate technologies to increase access to the diverse profile of students enrolled in various qualifications that the institutions offer. The purpose of this qualitative single case study was to investigate the impact of Covid-19 pandemic during the national lockdown on the face-to-face delivery of tutor support programme and their preparedness to give the online support to students to students who are studying in an open distance institution, University of South Africa (Unisa). Purposive sampling was used to select the participants (tutors) in the study. Data were collected through written interviews distributed to ten staff members consisting of five from two Unisa Regions. The findings showed that tutorial support is critical for students studying in an open distance learning environment as it motivates them to learn and meet other students to learn together. The findings further indicated a strong agreement on the need to remove barriers for a successful implementation of the online tutor support programme during Covid-19 lockdown. A permanent and sustainable solution to the provision of resources that would ensure quality delivery of online tutorial support during and after Covid-19 lockdown should be found.

Keywords:

Open distance learning, distance education, covid-19, face-to-face tutoring, learner support, tutor support.